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After developing and testing a model for integrative collaboration at Eastern Kentucky University's Noel Studio for Academic Creativity, we offer results that highlight the potential for peer review to significantly and positively impact the ePortfolio design process for students. The results of this classroom/studio collaboration suggest that students who participated in consultations at the Noel Studio were more successful in the design of their ePortfolios than students who did not. While the results have proven promising for sustained collaboration between the multiliteracy center and the ePortfolio course highlighted in this research report, the proposed collaborative model is highly replicable across many institutions.

Schools are public entities that reflect the inequalities of communities; inequalities in race, gender, and socioeconomic status. Public schools privilege males through power in leadership positions such as the principalship. This privilege is historically ingrained in the public school structure and invisible to stakeholders. This article presents a discussion of gender equity in school leadership which is organized as follows: (1) a discussion of the theoretical framework; (2) a presentation of information regarding women in schools pre-Sputnik era; (3) an exploration of women in schools through periodicals and other sources published between 1957 and 1963, the Sputnik years; (4) a look at women and power in schools in Kentucky today; and (5) steps for equity in power in schools for women. In support of gender equity in school leadership, the theoretical framework of the study is grounded upon three concepts; (1) communitarianism; (2) Deweyan democracy; and (3) standpoint feminism. (Contains 3 figures.)

I worked with faculty at the University of Monterrey in Monterrey, Mexico in Spring 2009 through Eastern Kentucky's participation in the Magellan Project. Experiencing a new culture provides a lens through which to approach challenges in our own culture in new ways. Citizens in the metropolitan areas of Kentucky have the opportunity to experience a variety of different cultures in their everyday lives. However, many rural communities of Kentucky have, in the past, had almost exclusively Caucasian populations. Today, Kentucky communities, like many in other states, are experiencing a shift to a more diverse group of citizens. In the 1990's Kentucky's Hispanic population had the eighth highest growth rate in the country. Faculty and students in Kentucky universities will benefit from having opportunities to experience diverse cultures. They, in turn, can help their communities be prepared for a more richly diverse citizenry. This article begins with a description of the Magellan Project followed by my experience with faculty at the University of Monterrey and within the city of Monterrey. Next, immigration of Mexican American families beyond gateway states such as Texas, into Kentucky will be discussed along with the challenges of closing the achievement gap of Mexican American children in Kentucky schools. This article will conclude with recommendations for EKU and for Kentucky schools providing education and community for Mexican American families and their children. [ABSTRACT FROM AUTHOR]